January 2018 Level 2 BTEC First in Construction & Built ......4 Introduction This report has been...

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L2 Lead Examiner Report 1801

January 2018

Level 2 BTEC First in Construction

& Built Environment

Unit 1: Construction Technology

(21492E)

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Edexcel and BTEC Qualifications

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If you have any subject specific questions about this specification that require the help

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January 2018

Publications Code 21492E_1801_ER

All the material in this publication is copyright

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Grade Boundaries

What is a grade boundary?

A grade boundary is where we set the level of achievement required to obtain a certain

grade for the externally assessed unit. We set grade boundaries for each grade, at

Distinction, Merit and Pass.

Setting grade boundaries

When we set grade boundaries, we look at the performance of every learner who took

the external assessment. When we can see the full picture of performance, our experts

are then able to decide where best to place the grade boundaries – this means that they

decide what the lowest possible mark is for a particular grade.

When our experts set the grade boundaries, they make sure that learners receive grades

which reflect their ability. Awarding grade boundaries is conducted to ensure learners

achieve the grade they deserve to achieve, irrespective of variation in the external

assessment.

Variations in external assessments

Each external assessment we set asks different questions and may assess different parts

of the unit content outlined in the specification. It would be unfair to learners if we set

the same grade boundaries for each assessment, because then it would not take

accessibility into account.

Grade boundaries for this, and all other papers, are on the website via this link:

http://qualifications.pearson.com/en/support/support-topics/results-

certification/grade-boundaries.html

Unit 1: Construction Technology 21492E

Grade Unclassified Level 1

Pass

Level 2

Pass Merit Distinction

Boundary

Mark

0 8 19 30 41

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Introduction

This report has been written by the Lead Examiner for BTEC Construction and the Built

Environment Unit 1 – Construction Technology. It is designed to help you understand how

learners performed overall in the exam. For each question, there is a brief analysis of

learner responses. You will also find some example learner responses at Level 2 Pass,

Merit and Distinction. We hope this will help you to prepare your learners for future

examination series.

Introduction to the Overall Performance of the

Unit This was the seventh time that this paper has been sat and, overall, the paper

produced a suitable range of responses. Lower ability learners often gave inaccurate or simplistic responses to questions and therefore gained limited marks. The more demanding questions provided learners with an opportunity to

apply their knowledge in relation to construction scenarios and it was pleasing to see some extended answers that focused on the vocational context. In some

cases, learners continued to provide responses which repeated information from the question stem or from previous question stems. In a number of other cases, candidates gave answers that appeared to reflect general knowledge rather than

any detailed understanding of construction components or methods under consideration.

In preparation for future series, centres should focus on the analysis of the SAM (Sample Assessment Material) for this unit together with using this exam and its mark scheme as the basis for identifying and applying relevant more expansive

solutions to the questions set. Learners should also be familiar with the full range of content from the unit specification and ought to be able to examine the

application of these concepts in different scenarios. Learners should be able to sketch and label elements of construction as identified in the unit specification. The ability to recognise the demands of a question is also important. Candidates

should understand the different responses required for different command words, for example, identify, explain or discuss.

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Individual Questions

Question 1

This question was aimed at the understanding of the performance requirements

required in buildings.

Targeted Specification Area: Learning Aim A.1

1a) Most learners correctly identified the correct answer of:

Strength-Compressive testing of concrete.

However, some learners were unable to link stability to measuring wall-tie spacing.

Often learners incorrectly stated that stability was linked to locating underground

services.

1b) Learners were required to name three elements of a building that contribute to

its dead load. The marking scheme indicates a wide range of suitable responses.

Most learners were able to identify at least one element that contributes to its dead

load correctly with more able learners able to correctly identify three correct

responses.

Some learners incorrectly identified types of live or dynamic loads such as snow,

wind, people or furniture. In addition some learners were unable to interpret the

term building 'element' and incorrectly stated materials used to construct a

building.

3 marks response example:

Three correct elements of a building that contribute to its dead load have been

named.

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1 mark awarded:

The first response is acceptable for 1 mark as the frame of a building structure is an

appropriate response. The second and third responses are not building elements

which contribute to a buildings dead load.

1c) Learners were required to name two types of sound insulation used in

buildings.

The marking scheme indicates a range of suitable responses. Most learners were

able to identify at least one type of sound insulation method with more able

learners providing two acceptable responses.


2 marks awarded for two acceptable responses.

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1 mark response example:

The first response of wall on its own is not an acceptable response.

The second response of carpet is an acceptable response worth 1 mark.

1d) Most learners correctly identified the correct answer of:

A-External walls

D-Window openings

Some learners were unable to correctly identify that window openings was a

location where weather resistance was required and incorrectly labelled skirting

boards or partition walls as their respective answer.

1e) Learners were required to state one purpose of lead flashing on a chimney.

The marking scheme indicates that correct responses should be linked to the

prevention of water penetration. Some learners incorrectly commented that the

purpose of flashing was to allow water to run off a roof.

1 mark acceptable response:

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Further 1 mark example response:

Question 2

This question was aimed at the sub-structure groundwork activity of foundations.

Targeted Specification Area: Learning Aim B.1

2a) Most learners correctly identified the correct answer of:

A-Trench fill

E-Strip

Some learners were unable to correctly identify that trench fill was a type of

foundation and incorrectly labelled purlin as their answer.

2 b) Learners were required to explain why a raft foundation would be used for a

low-rise building project. The command verb used for this question is explain,

therefore 1 mark was allocated to the identification of an advantage and 1 mark for

a linked explanation of the stated advantage.

Learners were able to achieve 1 mark for the identification of an advantage but

then often failed to understand the need to develop a linked explanation from it.

This question was generally poorly answered by many learners. More able learners

were often able to achieve 2 or 3 marks. Suitable linked correct responses may be

seen in the marking scheme.

Acceptable 1 mark advantage responses included:

due to settlement

due to ground movement

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Many incorrect responses included:

cheaper, costs less

stable, stability

quick/quicker, easy/easier to construct

it lasts longer


The first response is an acceptable linked explanation, please refer to bullet point 1

of the marking scheme.

The second response is worth no marks.


The first response is worth 1 mark but does not included a linked response.

The second response is worth no marks.

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Question 3

This question was aimed at the superstructure of walls.

Targeted Specification Area: Learning Aim C.1

3 Learners were required to name one component of a wall opening, other than

windows or doors.

Many learners were able to identify one component correctly.

Acceptable 1 mark responses may be seen in the marking scheme.


Question 4

This question was aimed at the sub-structure groundwork activity of foundations.


Learners were required to identify five parts of a solid ground floor.

This was satisfactorily attempted by most learners with many achieving at least 2

marks for parts (ii) insulation and (iv) concrete.

More able learners were often able to name 3 or 4 parts correctly.

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The part of the cross-section which most learners struggled to identify correctly was

part (i) screed, with many incorrectly stating was concrete.


Four marks awarded for the correct responses of insulation, DPM, concrete and

hardcore. No mark is awarded for part (iv) blinding sand.


Two marks are awarded for insulation and hardcore.

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Question 5

This question was aimed at aspects of common structural forms for low-rise

construction.


Learners were required to explain one disadvantage of using structural insulated

panels (SIPs). The command verb used for this question is explain, therefore 1 mark

was allocated to the identification of an advantage and 1 mark for a linked

explanation of the stated advantage.

Learners were able to achieve 1 mark for the identification of an advantage but

then often failed to understand the need to develop a linked explanation from it.

More able learners were often able to achieve 2 or 3 marks. Suitable linked correct

responses may be seen in the marking scheme.


less fire resistant

need a crane to place them

lack of industry trust in the method

lack of public trust in the method


This was an accepted 1 mark response as structural insulated panels (SIPs) are

potentially less fire resistant than other methods of construction. No linked

explanation was included.

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Further 1 mark response example:

This was also acceptable 1 mark response as structural insulated panels (SIPs), due

to their size and weight, may require specialist plant and equipment to place the

panels. No linked explanation was included.

Question 6

This question was aimed at superstructure of walls.


Learners were required to complete the four diagrams to show each type of

brickwork pointing.

In recent exam series, learner responses to sketch type questions had improved,

however, in this examination responses were often weak.

Centres should consult with the mark scheme to consider the sketch detail required

for each diagram. Centres also need to understand that this type of question will

continue to be included in future examinations.


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4 marks awarded as four types of brickwork pointing are correctly shown.

Question 7

This question was aimed at the sub-structure groundwork activity of floors.


Learners were required to explain two economic advantages of using a concrete

beam and block floor for a low-rise building.

The command verb used for this question is explain, therefore 1 mark was

allocated to the identification of an advantage and 1 mark for a linked explanation

of the stated advantage.

Learners were again often able to achieve 1 mark for the identification of an

advantage but then often failed to understand the need to develop a linked

explanation from it. Many learners did not link their responses to the

contextualised aspect of the economic advantages of this method. More able

learners were often able to achieve 2 or 3 marks.

Suitable linked correct responses may be seen in the marking scheme.


reduced installation costs

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less labour costs

less time to build/quicker to install

Responses which were not awarded marks included:

cheaper/costs less

quicker/quick/fast

recyclable components

its stronger

its more sustainable


The first response is not an acceptable answer.

The second response is worth 1 mark as it is related to reduced installation time,

please refer to bullet point 2 in the marking scheme. No suitable linked response

was included.

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Further 1 mark response example:

The first response is not an acceptable answer.

The second response is worth 1 mark as it is related to reduced installation time,

please refer to bullet point 2 in the marking scheme. No suitable linked response

was included.

Question 8

This question was aimed at the superstructure of walls.


Learners were required to explain two disadvantages, other than cost, of using solid

brickwork partitions. The command verb used for this question is explain, therefore

1 mark was allocated to the identification of a disadvantage and 1 mark for a linked

explanation.

This question was satisfactorily attempted by more able learners. Some learners

were able to achieve 1 mark for the identification of a disadvantage but then often

failed to understand the need to develop a linked explanation from it.

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The most common identification mark achieved by learners was to identify that the

blockwork was heavier to place or as a result of the additional loading, may require

more support to the foundation.



The first response is worth 2 marks as it is related to bullet point 5 in the marking

scheme.

A suitable linked response was included.

The second response is not an acceptable answer.

Further 2 marks response example:

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The first response is worth 1 mark as it is related to bullet point 3 in the marking

scheme. No suitable linked response has been included.

The second response is also worth 1 mark as it is related to bullet point 1 in the

marking scheme. No suitable linked response has been included.

Question 9

This question was aimed at desk-based preconstruction work.


Learners were required to identify two desk-based activities that are a legal

requirement of a construction project. The two correct answers were:

B- Writing method statements

D-Preparing risk assessments

Most learners were able to identify one type of legal requirement correctly with

more able learners able to correctly identify both types.

Question 10

This question was aimed at the superstructure of a roof.


Learners were required to explain two maintenance disadvantages of a flat roof

compared to a pitched roof for an extension to a detached house. The command

verb used for this question is explain, therefore 1 mark was allocated to the

identification of a reason and 1 mark for a linked explanation of the stated reason.

This question was satisfactorily attempted by learners. Some learners were able to

achieve 1 mark for the identification of a reason but then often failed to understand

the need to develop a linked explanation from it.

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Most learners who achieved marks commented that a flat roof had poor water run-

off and would puddle. More able learners then commented that this could lead to

water leaks or structural damage to the roof.




scheme.

A suitable linked response has been given.

The second response is also worth 2 marks as it is related to bullet point 6 in the

marking scheme. A suitable linked response has been given.


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scheme. A suitable linked response has been given.

The second response is worth no marks as it does not relate to a maintenance

disadvantage of a flat roof compared to a pitched roof.

Question 11

This question was aimed at sustainable methods of construction.


Learners were required to discuss the economic benefits of using sustainable

methods for a new apartment block.

Marks were awarded dependent on the detail of points identified and described

and as to whether the learner had made a balanced discussion of the economic

benefits of a range of sustainable methods of construction.

Most learners attempted this question. Many achieved some marks. Learner marks

were mostly in mark band 1 or at the lower end of mark band 2. Some high mark

band 2 and occasional mark band 3 learner work was also seen.

The marking scheme gives a detailed list of the economic benefits of using different

forms of sustainable methods. Few learners provided a balanced discussion of

different methods, with sufficient detail, to achieve marks beyond those in mark

band 2. Some learners focussed on the advantages and disadvantages of timber

frame construction rather than the economic benefits of sustainable methods of

construction.

The mark bands and level descriptors are included in the mark scheme for question

11.

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5 mark example response:

Some points have been described concerning the use of a prefabricated frame and

reduced wastage; quicker to install frames linked to reduced labour costs; a lighter

structural form linked to less machinery being required; and the inclusion of solar

panels linked to energy savings. Most points are relevant to the situation in the

question, but the link to economic benefits was not always clear. The learner has

demonstrated some good understanding of the economic benefits of using

sustainable methods.

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3 marks example response:

A few points have been identified with respect to the timber frame being cheaper to

construct as it is prefabricated; improved potential aesthetics linked to increased

price sales; some reference is included to reduce wastage and better insulation

opportunities. Points made are superficial/generic and not applied clearly to the

situation in the question. The learner has demonstrated a basic understanding of

the economic benefits of sustainable methods.

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Summary

Based on their performance on this paper, learners should:

Prepare for exams using all available material, including past papers and

Sample Assessment Materials.

Carefully read the questions before answering.

Ensure that they have covered all aspects of the specification.

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